Sean_McCarty_LMF

//5 Generalizations about the Learning Motivation and Fun Database//
 //The following 5 generalizations examine the following two questions://
 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work//


 * 1) Group activities with other students contributed greatly to the overall positive atmosphere.** Denise gave an example of a seemingly dry vocabulary contest in elementary school, however, she described the atmosphere as being one of competitive but supportive. The shared experience with others came up in the majority of experiences I examined. The numbers supported this observation in the fact that every one of the 24 videos I looked at had a group size of at least 2-5, and additionally, 17 of 24 learners shared their experience with at least 15 people.

Group work is a fascinating dynamic, because in my experience in college and adulthood group assignments are met with groans. As much as we are drilled on the value of collaboration and avoiding the "vacuum" people seem to initially want to be left to their own devices. Yet, this fact speaks to the human desire to share experiences with each other. I think it will be important for me to ignore the initial groans and constantly encourage activities that require students working together.


 * 2) The attitude and approach of the instructor resonates with the learner, regardless of the type of activity.** Anna109 details a fairly traditional classroom experience, however she describes in rich detail the persona of the instructor. Regardless of the type of activity, the way in which the instructor approached the learning frequently came up. Of the learners examined, 23 of 24 rated the enthusiasm of the instructor as "high" and 18 of 24 specifically mentioned the instructor as being one of the reasons the learning was fun and engaging. I have certainly witnessed this myself on some of the occasions I have taught.

When I think of the sessions that have gone well, I typically entered into the classroom or training session with a positive outlook and a fair amount of enthusiasm. I have a fair amount of examples that speak to the converse as well; nothing dooms a learning experience like an instructor having a bad day or attitude.


 * 3) Practicing or simulating an activity resonates with learners far more than a traditional lecture format.** Matt33 describes an Alaskan Cold Weather Survival course in great detail and while not every aspect of it appeared to be enjoyable and fun, the overall immersive and challenging experience made an obvious impact. Likewise, Shawn117 described a similar simulation he went through in the Coast Guard about how to deal with floods on ships. In the larger group of learner videos examined, only 4 of 24 described a traditional classroom experience where the students sat and listened to an instructor.

This speaks exactly to what we are learning in this class about games and engagement. Learning that challenges students to get up and be active is more likely to be memorable. It is a good reminder to plan ahead and be creative. Not everything can be a game, but challenging learners to do more than listen is a good rule of thumb I will try to remember prior to leading a training session.


 * 4) The location is not as important as the quality of instruction or activity itself.** Austin137 referenced a Captain's training course in St. Thomas. Yet when asked what made the experience fun, Austin referenced the quality of instruction and the positive group dynamic. Only 5 of the 24 videos I examined occurred outdoors in a non-classroom environment. Many people described engaging in rich experiences like dancing, playing the flute or cheerleading, but for the most part the learning itself took place indoors in a fairly run-of-the-mill room.

Exotic locations certainly never hurt in terms of drawing learners-- the number of conferences that pass through San Diego is evidence of this fact. However, it is clear that if you want to make an impression on learners, there is no replacement for old-fashioned creativity and involvement. Quality always counts, but when it comes to learning, perhaps a good activity is better than a great location.


 * 5) A little bit of healthy competition can be enjoyable for both male and female learners.** Karmina154's description of her high school cheerleading experience is very similar to that of Leo1's gymnastic course. Both involved intensely challenging activities within a group of competitive learners, yet both were energized by the competition. In the larger group, only 11 of 24 videos examined referenced a competitive element, but the split was almost even within that group-- 5 women and 6 men. Admittedly a small sample size for making generalizations about gender, but the evidence does contradict the conventional wisdom that says men's testosterone makes them far more hyper-competitive.

The videos seem to indicate instructors can draw on both men and women's competitive spirit in activities. In all the cases competition was referenced, it was in a positive light. Though an instructor should certainly be careful not to go overboard, I have experienced plenty of activities that are proof to how challenge and competition can add a lively dynamic to learning.